Skills Development: Vocational Education
in the Islamic Countries
158
Updating Curriculum: In order to meet the current industrial demands, the TVET curriculum
needs to be updated frequently. The curriculum needs to be job-oriented and demand-driven.
TVET curriculum should focus on a specific area (trade) so that graduateswill be able toperform
a specific job rather than having expertise of many areas (trades). Therefore, short-term (6
months – one year) skill-oriented programswill be focused more compare to degree programs.
Besides, OICmember states should focus on incorporating basic skills in school level whichwill
provide young peoplewith necessary skills tosecure an occupation even if theywill not continue
higher education.
Installing modern equipment from industry: Government should encourage companies to
install one sample machine within company’s own premise in accordance to their own
production/manufacturing process for training and education purposes. As a result, TVET
graduateswill be able toattain practical knowledge and skills via this samplemachine real-time.
Expert exchange from industry: In order to stay aware of the recent changes and to get
updated knowledge and skills from theworkplaces, experts from different industries should be
invited as Resource Persons in TVET institutions for sharing their expertise.
Industrial visit: Both teachers and students need to visit industries frequently to gain
experience and to observe industrial operations in live operation to understand application of
theoretical knowledge versus practical skills.
Coordination and Collaboration: Coordination and collaboration should exist between TVET
institutions and industries so that stronger relationship could be built among them. This
initiative will bridge the gap between industries and TVET institutions. For instance, it will
ensure labour market demand by analysing supply and needs to determine required skill levels
and skill requirements.
The above recommendations are also supported from the interview data:
“They (TVET institute) should maintain strict policies to bridge the gap between industries
and institutions…. They could hire industrial experts for any specific subject like safety and
environmental management, electrical appliances management etc. Industry experts should
visit institutes and VET teachers should also visit industries frequently”. (P4)
“If government makes industrial training mandatory for teachers by enforcing a policy that
VET teachers’ promotion and increment could be stopped stop if they do not complete
trainings, then automatically teachers will work for their own practical skill”. (P1)
“If I could have access to industries in every 2 or 3 years or government sends us for
compulsory 6-months of service to industries, then I could teach my students about the current
market issue and modern technology”. (P9)
“We need to exchange manpower between industries and institutions. We should provide
practical classes by an industrial expert. After my graduation I worked at AFTAB autos. From
there I learnt about the new technologies of automobile sector. That’s why I can teach my
students about the new technologies of automobile sector which are actually used in industrial
level”. (P1)
“Teachers and students both shall go for industrial visits. If necessary, we should bring their
experts here. Change of curriculum should also be market oriented. Curriculum of our institute
is not product oriented”. (P4)
“If Navana, Square, Beximco i.e. industrial) groups import 50 machines for their industrial
production, extra one machine will not cost them (a lot) and will have practicallyzero increase